Michael Tracy

Saxophonist/Educator

Detailed Outline for School Presentations

Primary (K – 3)

Performance SelectionsComposerFocus
Sister SadieHorace Silver
  1. Define jazz
  2. Explain improvisation
  1. In music
  2. In speech
  3. In other areas
BluesPerforming group
  1. Create an original melody based on the school mascot or from a suggestion from the students
  2. Communicating within the group without speaking
  3. Melody – saxophone
  4. Bass line as conductor, providing the pulse, rhythm, and harmonic shape – bass
  5. Rhythm – drum set
  6. Harmony – piano
SummertimeGeorge Gershwin
  1. Form – the shape and structure of a pieceExplain how having a constant form allows for the freedom to improviseVarious styles – swing, latin , rock, ballad; demonstrate how a piece can sound different without changing the form, harmony, or melodySwing – encourage students to clap on selected beats allowing them to imitate the function of the drummer (drummer will stop while the group continues to play with the students replacing the drums)Latin – select a group of students to perform with the group by playing latin percussion instruments
Whistle While You Work
  1. Demonstrate how one can improvise over music of all styles
  2. Demonstrate how almost any piece of music can be shaped into a jazz piece
The Pink PantherHenry Mancini
  1. Review elements while performing a familiar piece

Elementary (4 – 6)

Performance SelectionsComposerFocus
Sister SadieHorace Silver
  1. Define jazz
  2. Explain improvisation
  1. In music
  2. In speech
  3. In other areas
BluesPerforming group
  1. Create an original melody based on the school mascot or from a suggestion from the students
  2. Communicating within the group without speaking
  3. Melody – saxophone
  4. Bass line as conductor, providing the pulse, rhythm, and harmonic shape – bass
  5. Rhythm – drum set
  6. Harmony – piano
SummertimeGeorge Gershwin
  1. Form – the shape and structure of a pieceExplain how having a constant form allows for the freedom to improviseVarious styles – swing, latin , rock, ballad; demonstrate how a piece can sound different without changing the form, harmony, or melodySwing – encourage students to clap on selected beats allowing them to imitate the function of the drummer (drummer will stop while the group continues to play with the students replacing the drums)Latin – select a group of students to perform with the group by playing latin percussion instruments
Create an original piece
  1. Students will be asked to help create a piece based on improvisation by holding flash cards which will tell the performers what or how to play. The cards will focus on (each will be defined):
  1. Time/meter – 4/4 and 3/4
  2. Styles – swing/latin/rock/free
  3. Harmony – keys (original to new)
  4. Rhythm – stop time/double time/trade with drums
The Pink PantherHenry Mancini
  1. Review elements while performing a familiar piece
  2. Demonstrate how almots any piece of music can be shaped into a jazz piece

Middle (7 – 8)

Performance SelectionsComposerFocus
Sister SadieHorace Silver
  1. Define jazz
  2. Explain improvisation
  1. In music
  2. In speech
  3. In other areas
Now’s The TimeCharlie Parker
  1. Bebop – define style/term
  2. Communicating within the group without speaking
  3. Melody – saxophone
  4. Bass line as conductor, providing the pulse, rhythm, and harmonic shape – bass
  5. Rhythm – drum set
  6. Harmony – piano
On Green Dolphin StreetBronislau Kaper
  1. Introduce to jazz master – Miles Davis
  2. Form – the shape and structure of a piece
  3. Explain how having a constant form allows for the freedom to improvise
  4. Various styles – swing, latin; demonstrate how a piece can sound different without changing the form, harmony, or melody
Create an original piece
  1. Students will be asked to help create a piece based on improvisation by holding flash cards which will tell the performers what or how to play. The cards will focus on (each will be defined):
  1. Time/meter – 4/4 and 3/4
  2. Styles – swing/latin/rock/free
  3. Harmony – keys (original to new)
  4. Rhythm – stop time/double time/trade with drums
Take the ‘A’ TrainDuke Ellington
  1. Swing – define style/term
  2. Review elements demonstrated in previous piece
  3. Explain how a composer selects titles and what might inspire a musical creation
Cantaloupe IslandHerbie Hancock
  1. Explain the incorporation of contermporary styles

Senior (9 – 12)

Performance SelectionsComposerFocus
Sister SadieHorace Silver
  1. Define jazz
  2. Explain improvisation
  1. In music
  2. In speech
  3. In other areas
  • Explain stop time and trading with the drums
    • Now’s The TimeCharlie Parker
    1. Bebop – define style/term
    2. Communicating within the group without speaking
    3. Melody – saxophone
    4. Bass line as conductor, providing the pulse, rhythm, and harmonic shape – bass
    5. Rhythm – drum set
    6. Harmony – piano
    7. Explain time and meter – 4/4 & 3/4
    8. Explain double time
    On Green Dolphin StreetBronislau Kaper
    1. Introduce to jazz master – Miles Davis
    2. Form – the shape and structure of a piece
    3. Explain how having a constant form allows for the freedom to improvise
    4. Various styles – swing, latin; demonstrate how a piece can sound different without changing the form, harmony, or melody
    5. Explain harmonic motion and demonstrate key changes
    St. ThomasSonny Rollins
    1. Calypso – define style/term
    2. Explain and demonstrate how jazz is influenced by the music of other cultures
    3. Demonstrate the roll of the drums
    Take the ‘A’ TrainDuke Ellington
    1. Swing – define style/term
    2. Review elements demonstrated in previous selections
    3. Explain how a composer selects titles and what might inspire a musical creation
    4. Define shout chorus
    Cantaloupe IslandHerbie Hancock
    1. Explain the incorporation of contermporary styles